The James Oglethorpe Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
383
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
01708 434 343

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(9/1/18)
Full Report - All Reports
71%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Ashvale Gardens
Upminster
RM14 3NB
01708225202

School Description

Since the previous inspection, weaknesses in leadership were identified by the school’s governors. With the support of the local authority, they took swift and effective action leading to your appointment, supported by a new deputy headteacher and assistant headteacher. You have brought about considerable change at the school, which has had a positive impact on pupils’ achievement. You have created an ethos within which all staff are motivated and supported to develop their particular skills. Parents and carers, staff and pupils respect the work you have done. Comments from parents show their appreciation of the changes and improvements made since your appointment. One parent said, ‘There is an air of excitement’; and another said that the school is ‘going places’. The school has worked hard to address the action points from the previous inspection report. Teachers give pupils clear guidance on how to make their work better, and this is proving very helpful in ensuring that pupils, particularly the most able, make good progress. Notably, an increasing proportion of pupils are achieving the higher standard in end of key stage tests, particularly in mathematics. Pupils take great pride in their work, behave well and try their best. Teaching assistants make a valuable contribution to supporting pupils’ progress, encouraging them not to give up by helping them to overcome any difficulty they may have. This enables pupils to keep trying even when they find the work challenging. As a result, pupils in the school are making strong progress in reading, writing and mathematics. Even so, leaders know that there is more to do to raise the attainment of pupils in writing, particularly that of disadvantaged pupils, to that of their peers nationally. You have identified strategies to achieve this and are implementing planned actions to improve the range and quality of pupils’ writing. Governors are knowledgeable and involved in the work of the school. They offer you strong strategic support and are willing to challenge your decisions in order to promote the very best standard of education for pupils. Leaders, including governors, understand that they need to ensure that attendance continues to improve, particularly for disadvantaged pupils. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Staff are knowledgeable and clear about their roles and responsibilities in keeping pupils safe. They appreciate the regular training and ‘refreshers’ that they receive. Governors understand their responsibilities with regard to safeguarding and visit the school regularly to ensure that safeguarding practice is effective. Recruitment processes and practice are robust. Leaders are proactive in encouraging staff to share any concerns. Response to concerns is appropriate and timely, working well with external agencies. Pupils said that they feel safe and all pupils questioned said that they know whom to talk to if they have a concern. One pupil said that the school is ‘friendly and happy’. The pupils spoken to said that bullying is rare but are confident that, if it did occur, the staff ‘would sort it out straight away’. Inspection findings For the first line of enquiry, we agreed to look at the progress of middle-attaining boys and disadvantaged pupils in writing in key stage 2. This is because these pupils did not progress as well as other pupils in 2017. You have rightly identified this as a priority and have put appropriate actions in place to address it. You have developed a more structured approach to the teaching of writing, which has improved the quality of teaching and learning. The subject leader appreciates the additional training and support that she has been given and, as a result, she has enabled staff to develop their expertise. Pupils said that they enjoy their writing lessons and find them challenging. We saw that teachers and teaching assistants are providing intensive small-group work effectively in key stage 2 to respond to pupils’ needs and improve their performance. Our scrutiny of pupils’ writing and a review of current assessment information provided us with compelling evidence that these groups of pupils are now making good progress. However, we agreed that this would have to be sustained to ensure that more middle-attaining and disadvantaged pupils reach the expected standard. The second line of enquiry was to evaluate the effectiveness of the school’s actions in improving the progress of boys and disadvantaged pupils in reading.

The James Oglethorpe Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 75% Agree 25% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>75, "agree"=>25, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 135 responses up to 13-11-2019
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Figures based on 135 responses up to 13-11-2019

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Figures based on 135 responses up to 13-11-2019

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Figures based on 135 responses up to 13-11-2019

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Figures based on 135 responses up to 13-11-2019

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Figures based on 135 responses up to 13-11-2019

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Figures based on 14 responses up to 13-11-2019

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Figures based on 135 responses up to 13-11-2019

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Figures based on 135 responses up to 13-11-2019

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Figures based on 135 responses up to 13-11-2019

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Figures based on 135 responses up to 13-11-2019

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Figures based on 135 responses up to 13-11-2019

unlock

Figures based on 135 responses up to 13-11-2019

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Figures based on 135 responses up to 13-11-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
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